Iterative+Process+2

Module 3 Unit 2toc

Essential Question
//How do you use an inquiry-based research process to gather, assess, read, and analyze sources, while organizing and synthesizing research to develop claims and counterclaims about a specific problem-based question? //

This unit continues the research process begun in Unit 1.

Common Core Standards
**RI.9-10.1.a** Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. b. Develop factual, interpretive, and evaluative questions for further exploration of the topic(s). **RI.9-10.8** Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
 * CCS Standards: Reading **

**W.9-10.1.b** Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. c. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. **W.9-10.4** Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. **W.9-10.7** Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. **W.9-10.8** Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. **W.9-10.9** Draw evidence from literary or informational texts to support analysis, reflection, and research.
 * CCS Standards: Writing **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**SL.9-10.1** Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">CCS Standards: Speaking & Listening **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**L.9-10.4. a, c, d** Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">CCS Standards: Language **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Note: Bold text indicates standards that will be assessed in the unit.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Suggested Student Objectives
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will be required to: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">1) Assess sources for credibility, relevance, and accessibility. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">2) Conduct independent searches using research processes including planning for searches, assessing sources, annotating sources, recording notes, and evaluating argument. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">3) Develop, refine, and select inquiry questions for research. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4) Develop and continually assess a research frame to guide independent searches. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">5) Collect and organize evidence from research to support analysis in writing. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">6) Craft claims about inquiry questions, inquiry paths, and a problem-based question using specific textual evidence from the research. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">7) Develop counterclaims in opposition to claims.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Resources and Resource Links
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Conducting Independent Search Check List <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Forming Evidence-Based Claims

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Activities
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Fishbowl protocol:** The fishbowl is a peer-learning strategy in which some participants are in an outer circle and one or more are in the center. In all fishbowl activities both those in the inner and those in the outer circles have roles to fulfill. Those in the center, model a particular practice or strategy. The outer circle acts as observers and may assess the interaction of the center group. Fishbowls can be used to assess comprehension, to assess group work, to encourage constructive peer assessment, to discuss issues in the classroom, or to model specific techniques such as literature circles or Socratic Seminars.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> Tips and Variations for the Fishbowl <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Fishbowl protocol in a 10th grade ELA class:https://www.engageny.org/resource/a-protocol-for-citing-evidence-from-informational-text-from-expeditionary-learningActivity 1: Art/Class
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">After one round of a fishbowl, teachers might have the two circles change places. When all the students have experienced both the inside and the outside of the fishbowl, the teacher can ask questions like: What was it like being inside the circle? Outside the circle? How are the two roles different? What did you learn from each? How do you think you will carry what you learned from this exercise into small-group discussions? Into whole-class discussions?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Some teachers leave an empty seat in the fishbowl for an outside participant who wants to speak. He or she should move to the vacant seat and join the discussion until someone else from outside the circle wants to join. That person then taps the first person on the shoulder, and they quietly switch places.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Many teachers stay out of the fishbowl, since their presence can make the discussion less natural. Whether in or out of the group, however, the teacher must keep time, attend to behavior issues that the fishbowl group cannot handle, and maintain group protocols.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Stay and Stray **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> The teacher will divide the class into groups of four or five students, with each group getting a poem and/or piece of artwork, an oversized sheet of paper, and markers. Within the groups, the students will analyze the poem/artwork that was assigned to them and discuss their thoughts and feelings relating to the work. The group will then use the oversized sheet of paper and markers in order to create a visual presentation of their discussion. At the end of the group activity, one student will volunteer to be the presenter while the other members of the group will watch the presentations of the other groups. The students watching the presentations will have a short period of time to read the poem assigned to the other group or view the piece of artwork. The presenters will then discuss what their group thought and explain the work that was completed.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> Table Text **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> The teacher will divide the class into groups of four or five students. Each group will receive a poem along with a worksheet presenting four to five questions (enough for each student in the group to always have a question to answer). The students will read the poem, then answer the first question on their worksheet. After a predetermined time interval, the students will switch worksheets and then answer the next question. Once all the questions on the worksheet have been answered, the students will then have a group conversation based on their thoughts and the answers of their classmates.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Think-Pair-Share** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> Considering and thinking about a topic or question and then writing what has been learned; pairing with a peer or a small group to share ideas; sharing ideas and discussion with a larger group To construct meaning about a topic or question; to test thinking in relation to the ideas of others; to prepare for a discussion with a larger group <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Discussion Groups Engaging in an interactive, small group discussion, often with an assigned role; to consider a topic, text, question, and so on To gain new understanding or insight of a text from multiple perspectives


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Quickwrite **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Responding to a text by writing for a short, specific amount of time about a designated topic or idea related to a text to activate background knowledge, clarify issues, facilitate making connections, and allow for reflection. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Socratic Seminar – See PDF Link


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Unit 2 Developing the Research Paper – Questions and Information **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">As students work though the research steps, they construct a Research Portfolio consisting of various tools, handouts, checklists, and sources that guide, store, and organize their research and analysis. Explain the sections of the Research Portfolio: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">1) Section 1: Defining an area of investigation – This section stores all the work you do exploring the topic and choosing a research topic/area of investigation. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">2) Section 2: Gathering and Analyzing Information – This section stores all the information you gather throughout your investigation. It also stores your notes and analysis of sources. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">3) Section 3: Drawing Conclusions – This section stores your evidence-based claims about inquiry questions and inquiry paths, and the evidence-based perspective that you come to at the end of your inquiry. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4) Section 4: Discarded Material – This section stores all the sources and analysis that you have discarded throughout your investigation. The purpose of this section is to keep a record of discarded materials until the end of the research process in case you change your mind and want to use them.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What are key components of effective inquiry questions?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How might asking inquiry questions about an issue be the same or different from what has been discussed previously in this unit?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What are the three categories used to evaluate every potential source?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What is perspective?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What is a central claim?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How is an argument related to a central claim?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What is valid reasoning?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What makes an argument effective?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What might make an argument ineffective?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How do the preliminary search results affect your current inquiry questions?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What new inquiry questions are emerging as a result of the preliminary searches? What inquiry questions might need to be eliminated already?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How can the inquiry questions be refined to reflect the search results?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What specific action is required for criterion 1, “Uses inquiry questions to drive research and identify sources”?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What specific action is required for criterion 2, “Continually assesses sources for credibility; identifies the usefulness of a particular source and explains why a particular source does or does not help respond to an inquiry question”?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What specific action is required for criterion 3, “Determines if information is sufficient to address established inquiry paths and questions in the Research Frame and adjusts the search accordingly”?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What specific action is required for criterion 4, “Reads sources closely, analyzes details and ideas, and records notes for each source to determine how it addresses inquiry questions and paths”?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What specific action is required for criterion 5, “Makes decisions about the research direction based on reviews of annotation and notes and relevance to inquiry questions/paths. This may include discontinuing inquiry paths and adding inquiry paths/questions”?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What specific action is required for criterion 6, “Marks key info in sources, takes notes of initial impressions, identifies additional research needs, and inserts codes to link to inquiry paths”?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Which inquiry paths deserve more attention and further development?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Which inquiry paths need to be discontinued or abandoned?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What new inquiry questions are emerging?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What new inquiry paths are emerging?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Which inquiry paths from your Research Frame yielded the richest information from the source materials?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Develop a claim about an inquiry path or your problem-based question and support it using specific evidence and details from your research.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Develop a counterclaim opposing your claim from the previous lesson and support it using specific evidence and details from your research. Reevaluate the original claim based on the counterclaim and evaluate whether the original claim should be revised.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Assessment
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Instruct students to reflect on their claims from the previous lessons (Organizing Evidence-Based Claims Tools) using the guiding questions below. Ask students to take notes on a separate sheet of paper about each guiding question, as they reflect on the claims and the research process as a whole. Display the following guiding questions for students: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">How has your understanding of the problem-based question developed or deepened as a result of the research? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Based on your claims, what ideas can you connect and what do those connections tell you about the problem-based question? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Based on your claims, what are your overall views or opinions about the problem-based question? How did the research lead you to these views or opinions? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Develop a counterclaim opposing your claim from the previous lesson and support it using specific evidence and details from your research. Reevaluate the original claim based on the counterclaim and evaluate whether the original claim should be revised.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Activity 3: Developing an Evidence-Based Perspective 30% **

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